Our over-arching aim is to make our schools safe and inclusive for everyone. To do this we need:
Matters that affect only individual teachers or teams—how to form reading groups for all 2nd graders, for example—are addressed in Chapter Every aspect of the instructional program will convey the values and goals of the staff toward students and their learning.
The master schedule, for example, is not established merely for the convenience of the transportation department, although bus schedules are important and must be accommodated. Nor are teams established only so that members of the faculty who are friends can work together.
All arrangements must reflect an unwavering focus on student learning. A Safe and Positive Environment The wise deployment of space can go a long way toward ensuring a physically safe environment, particularly for young children.
If classrooms, the art room, restrooms, and the library are all within easy walking distance, and if the paths to each are safe, children will feel secure going alone. A good school organization will offer students the optimal degree of challenge, stretching them while at the same time ensuring that they can succeed if they exert the necessary effort.
Students need to know and may need to be reminded that it is up to them to exert the effort. Such opportunities should not constitute an exclusive club, open only to a few students; they should be open to any students willing to commit to them.
The master schedule must be arranged to permit students to make these commitments and demonstrate their desire to participate in the most challenging opportunities the school has to offer.
When a school adopts a success orientation, it also commits itself to a flexible deployment of resources: Students are assumed to be capable learners, and the school accepts its obligation to ensure successful learning School organization in the uk all students.
Students should be able to get additional help when they need it, and to challenge the curriculum when they so choose; they should not be obliged to sit through a year of algebra if they can demonstrate, through a valid assessment, that they already understand the content.
On the other hand, a student struggling with how to write a clear paragraph, for example, should be able to get help as needed. School Organization The research on school organization is clear: This suggests that educators at large schools can help more students learn by creating subunits—schools within a school.
Moreover, studies on teacher collaboration and teaming have shown that students benefit when teachers work together to promote student learning. Some schools in rural areas, of course, are too small, unable to provide a reasonable range of curricular or extracurricular offerings.
Components of School Organization Of course, most school staffs inherit a preexisting organizational structure. Still, educators should consider the following aspects of the school to determine which ones, if any, should be changed.
At the elementary-school level, units are usually instructional teams or grade-level groups, in which teachers work with students from classes other than their own homerooms. For example, three 4th grade teachers might choose to work together to teach all children in the grade.
Many middle schools have houses in place, which might be led for instance by four teachers, each representing core curricular areas, working together with a group of — students. When these are multi-age groups and students remain with the same teachers over several years, teachers and students grow to know one another particularly well.
Many high schools establish schools-within-a-school to create smaller and more personal learning communities. Some of these are grade-based, whereas others are organized around an instructional focus, such as technology or the arts.
Master Schedule The influence of the master schedule is hard to overstate. The schedule structures the pace of the interactions between students and teachers, and class length affects the nature of instruction and the depth to which students are able to go at any given time.
At the elementary- and middle-school levels, the master schedule conveys the relative importance of different areas of study: The main characteristic of these approaches is that they organize instructional time into longer blocks than the traditional pattern, thus allowing teachers and students greater flexibility in how they use their time.
With longer blocks of time, students can embark on projects that would be difficult to complete in only 43 minutes. Teachers accustomed to relying on lecturing find that they need to vary their approach under block scheduling, enabling students to engage in deeper and more sustained exploration of content.
Deployment of Instructional Personnel Most elementary schools assign classroom teachers groups of 20—30 students, although there are usually other teachers available as well: The situation is different at the middle- and high-school levels, where students rotate among content specialists.
Even when the schedule demands that a class of 3rd grade students goes to art class at, say, Many schools—particularly at the elementary level, and sometimes motivated by state statute or by the promise of additional funds—have created more classes with fewer students in each.
These efforts have had mixed results, partly because when overall class sizes are reduced, other expenses are inevitably increased—for more classroom space and for additional content specialists and the classroom space that they need. In addition, there are frequently not enough qualified teachers to teach the new classes, especially at very large schools, resulting in at least a short-term reduction in teaching quality.
In any case, it is not the size of the homerooms that matters, but the size of instructional groups; consequently, if the entire teaching staff can be deployed in a manner that greatly reduces the size of instructional groups, results are likely to improve.
A school organizational structure that supports the use of all teaching staff including those paid for by categorical funds to provide basic instruction can result in much smaller instructional groups than are traditionally found in schools.
For more on this subject, see Chapter Grouping Strategies A school aiming to improve student performance must develop a reasoned approach, even a philosophy, toward the grouping of students for instruction. Such an approach should not include permanent tracking.
Permanent tracking harms all but the highest-performing students, who themselves gain only slightly from the practice.Education in England is overseen by the United Kingdom's Department for Education.
Local government authorities are responsible for implementing policy for public education and state-funded schools at a local level. Medway Safeguarding Children Board. Welcome to the Medway Safeguarding Children Board's website.
A collective resource for Medway providing information, advice and guidance for children and young people, parents and carers, practitioners and volunteers to promote and ensure the safety and well being of children in Medway.
The University of Kentucky College of Law engages in rigorous academic instruction by nationally-renowned faculty and commits to the success of its students while furthering its mission of enhancing the public’s understanding of legal issues and engaging in law reform.
the school as an organization There is a strong tendency in human society for the unorganized group to develop organization and for organizations to develop even where there has been no consciousness of a group previously, in which case the organization itself creates the group it expresses and embodies.
UK Education System The education system in the UK is divided into four main parts, primary education, secondary education, further education and higher education.
Children in the UK have to legally attend primary and secondary education which runs from about 5 years old until the student is 16 years old. Notes about this directory and list of Dubai schools. To add a school in Dubai to this list, start a new topic in the Dubai schools forum. Or send details to education at dubaifaqs dot com.; School name does not always indicate curriculum or predominant student nationality e.g.
some "International" schools have mostly students of one nationality and/or a national curriculum.